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RUGBY LEAGUE COACHING MAGAZINE CONTENTS

2 Coach Talk Interview with Craig Coleman - South Sydney Rabbitohs Head Coach 5 Skill Scene - Hit and Spin - Spin and Unload By Don Oxenham, ARL Level 4 Coach 9 Game Sense By Nicole Den Duyn - Coaching Consultant, Australian Coaching Council 11 Tackling Communication - Part 2 Peter Corcoran - ARL Director of Coaching, Written by Vanessa Arthur 14 Off-The-Ball Play Phil Gould - Sydney City Roosters, Written by Ashley Bradnam 15 Videotaping Junior Games By Ray Howitt - ARL Level 3 Coach 16 Physical Training During the compeitive phase of the season By Jim Box - ARL Level 2 Coach 17 Performance Monitors - Assessing the behaviour and attitudes of the Rugby League player By Steve Anderson - Assistant Coach Melbourne Storm RLFC 20 Mini & Mod Drills BOOK 14

www.rlcm.com.au Page 1 COACH Talk Craig Coleman - South Sydney Rabbitohs

Craig "Tugger" Coleman was a creative halfback who played 199 games for South Sydney between 1982 and 1992. During 1998 he took over the role of head coach at his beloved club and his coaching has played a major part in the resurgence of the Rabbitohs during 1999. In this interview you will read about 'Tuggers' thoughts and techniques on Rugby League coaching as he explains them to Keith Hookway.

RLCM What has brought about the drills, running angles, three on two, two on one so that resurgence of South Sydney? they always have a ball in their hands, and players C.C. No secret, but a lot of hard work. Pre- working in small groups. There are some good staff season training started in November and I knew from including Les Davidson who has that aura about him the beginning they were a very good football team and that lifts everybody. We have used some judo work in they responded by completing any task given to them pre-season to help players tackle the opposition onto without complaints. There are some very good their backs and to help our players get up off the ground footballers there, who have been there for some time quickly. We had an instructor work with the team. The such as Darryl Trindall who has never been coached before, he is enjoying it and is showing the benefits. idea provided something different, players enjoyed the He has always been a very good player and over the work and responded at training.They gained a lot from years any coach’s game plan has always included it. Trindall. All I am doing is putting plenty of spirit into the team. The players are playing for contracts and RLCM You concentrate some of your the Club's survival in the future. My role is to talk training on game related skills. Can you positively to them and I am trying to be a players’ elaborate on some of the drills you use? coach as much as I can. I encourage them to try certain C.C. One example is that I would start with four things and to do things and build their confidence up attackers Vs. four defenders, then I might change to and not to restrict them from the talent they possess. four attackers against six defenders. The attackers RLCM Do you have a coaching philosophy? would include Trindall, O’Neill, Wing and Loomans C.C. There is never an excuse to quit. I don’t have to try to create an overlap on the outside of defence. any brilliant game plans, all I want the player to do is Other game related drills would be four on four with to give his best. Some games we will be beaten but at the end of it there is never an excuse to give up. I play the balls and from that attackers put on a small can’t accept teams scoring 16 to 20 points in the last 5 play around that area. – 6 minutes which is a sign of giving up and since I Another one we use is nine defenders against thirteen have taken over we have not done that. attackers to allow players to appreciate all types of RLCM How important is skill development situations that could happen in the game. in your players? These types of drills would be in every session, and C.C. We do a lot of work on skills. From the we try to simulate all possibilities that could happen beginning players have done a lot of fitness work with in the game, there is a lot of satisfaction in this type of the ball in their hands. Things such as quick hand work.

Rugby League Coaching Magazine Page 2 RLCM How important is impulse or reactive been able to achieve this against the big packs in the play Vs. structured play in your overall game plan? competition. If you want to be around in September this is the way to play the game. C.C. The players are generally allowed to do what they like but we still have patterns of play. These RLCM Do you make use of videos? patterns are kept simple to give them some direction, C.C. Not a great deal. We will watch the whole and allow the team to lay a good platform against the game on a Monday after we play. On opposition teams, opposition to score tries with our good impulse players. I edit theirs to look at some aspect of their play and I require the forwards to get to a field position to give keep it as short as possible. If I can get 15 – 17 minutes us two or three shots at the opposition. I encourage of meaningful information on the opposition that is all the skilful players to use their skill as much as enough. Some coaches can go overboard with videos possible. Craig Wing is the type of class player who but I think I have played long enough to know how a likes to be in space and use his speed. team plays. If you watch enough games you will know who does what. Every player gets a video of their We encourage that when the opportunity is there, players take it.

own game which they watch and if there are any RLCM The 20 metre scrum rule was problems they can come and see me, and I get some introduced in an attempt to encourage short great feedback from that. side attack. Do you make use of this area? RLCM What is your opinion on game plans C.C. We don’t use it enough, but I like the and patterns of play? opportunity to use the space outside, as well as using C.C. We encourage that when the opportunity the big forward such as Ian Rubin and Mark Carroll is there, players take it. Our defence pattern may to hit around the fringes. The lock may take it out include inside out, rush defence where we attempt to once in a while but every team is a wake up to it now. dominate the early tackles to force an error in the I like to use the areas where there is more space that oppositions quarter. Outside the 22m we will compress players such as Darryl Trindall like to use so that he the line shoulder to shoulder and challenge the can run himself and put defence under pressure. opposition to go around the defence. If they are good RLCM Your forwards are well drilled in enough to go around the defence give them credit for advantage line running. Do you work on this part that, as long as they don’t go through the line. Inside of your game? our quarter we try to play man on man. In attack our C.C. Yes we do a lot of work on the advantage plan might be to attack a couple of players, we may line and we will continue to build on this part of our want to ruck too but other than that the players have game. Our aim is to give flat passes to go forward the freedom to attack as they see necessary. over the advantage line. Some passes may be touch RLCM When talking about “off the ball and go but that is the risk you take to make sure it skills” do you work on this aspect of the game? works properly. Our forwards work hard to develop this aspect of our game. Every one in our pack is C.C. It is part of our play. There is no better around 110kg and over 2 metres in height so if they player to run the ball across the ruck than Darryl can get across the advantage line they take some Trindall, he has great footwork, is very dangerous and stopping. Our aim is to get through the line then a has speed. Our play is when someone cuts across the quick play the ball and go again. If we can keep this ruck someone has to run inside to hold a marker. going we will wear the opposition down, and we have Players running decoys have to know when to run and www.rlcm.com.au Page 3 how to position themselves off the ball. We try to use our big forwards to develop one on one which allows them to off load or run through defence, so support I encourage all the skilful has to be there. RLCM The current interchange rule has some critics but you seem to use it effectively players to use their skill as in rotating your big forwards. What are your thoughts on this rule? much as possible. C.C. I think it is a great rule and it suits us. Our forwards know their job and they also know what time they are on the field for. I tend to use them in shorter bursts than other coaches do. I use them in short bursts knowing that they can give everything for RLCM Are there any changes you would the time they are on the field. This keeps the bigger make to the game to make it more attractive to forwards fresher to be able to perform when needed. players and spectators? RLCM Selecting a captain is an important C.C. I think the game is going great. The rules on field performance factor. What qualities does are great but maybe make the scrums a contest again. Sean Garlick have? I would like to see the referees be allowed to make more of their own decisions instead of using video C.C. He is an outstanding leader, the best in replays. the business. I played with Sean, he is forever working on and off the field for the team which is a major part RLCM How do you see Rugby League in the in him being club captain. His commitment and never next 5 years. say die attitude with his on field work rate is C.C. It is going to get stronger and stronger. unbelievable. He always plays from the front, is a It is a game I grew up to love and will continue to leader, a great talker, with a good football brain. support and be involved in. I would like to see the RLCM How do you mix with your players off Sydney clubs maintained as I believe that is where the the field? strength of Rugby League is. C.C. I mix with them as much as possible and RLCM What advice would you give to we do things together but there is a time when I know coaches wishing to coach at the higher level. to back off. I have a drink with them after the game C.C. It is harder than most people think, with a lot and enjoy their company very much but then I will go of pressure, and a lot of different personalities to with my wife and friends. The hardest part of dealing handle. To aspiring coaches be enthusiastic, persevere, with players is telling them they have been dropped speak respectfully to your players, don’t talk down to from the side. I don’t like that at all. them and be honest.

NOTES

Rugby League Coaching Magazine Page 4

Skill Scene

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By Don Oxenham ARL Level 4 Coach

This particular skill has a very useful role in some aspects of the game. It has been used by players to evade or beat one on one defender, or close support play particularly where defence lines would be hard to break, and to develop second phase play in attack. This is a technique which requires the co-ordination of many movements of the body that consistent practice will develop. In a situation where support players are involved they have an important role in off the ball play and should be coached in timing their run in support to arrive at the correct place at the right time to receive the pass. To do this they should be made aware of cues given by the ball carrier as to when he will be ready to pass the ball. Coaching points and correct technique • Ball to be held in two hands • Player approaches defender (with spin pad), if hit and spin is to be made with left shoulder the approach is made on the defenders right side. • Player shortens steps to help maintain balance when contact is made. • Contact is made with the shoulder blade onto the defender’s chest and the same side leg forward close to defender. • As contact is made player turns (spins out) and continues in a forward run (motion). 1. Spin Turn Relays Setting: Channel 15 x 10M, 4 markers, 8 players, 1 football for each runner, 4 spin pads. Two sets of two players hold spin pads and stand back to back, facing a column of players 5M away. • Players 1, 3, 5, 7 all run together, hit, spin and then move to join line at the opposite end. • The sequence continues until the coach is satisfied that players are able to hit and spin competently. Players should drive out of the spin. To increase pressure and alertness move the columns closer together.

P6 10 P8 P5 metres P7

15 metres

P1 P3 P2 P4 www.rlcm.com.au Page 5 2. Continuous Shoulder Hit and Spin Setting: Channel 20 x 5M, 6 markers, 4 spin pads, 1 football for each player. Four padmen line up on the sides of the channel and are 5M apart. • Runners contact the pad with the right shoulder, spinning to the right. • After spinning out they move to contact the next pad with the left shoulder, spinning off the left foot to the left. After completing the course players return down the channel..

5 metres

20 metres

P1 P2 P3 P4

3. Spin and Unload to Support Setting: Channel 20 x 10M, 5 markers, 2 spin pads, equal number of players, 1 football for each two players. Players form in pairs behind the base line. P, players carry a ball. • P1 runs forward with S1, hits and spins to the right and unloads to S1. • P1 backs up in behind S1 to receive a return pass. • Both players run around the end marker and P1 straightens, hits and spins to the left of the second padman unloading again to S1.

P1 and S1 rejoin the starting line and swap roles. 10 metres

20 metres

P1 S1 P2 S2 P3 S3

Rugby League Coaching Magazine Page 6 4. Pairs with Run Around to Back-up Setting: Channel 15 x 10M, 4 markers, 2 spin pads, equal number of players, 1 football for every two players. Players form in pairs behind the base line. P, players carry a football. • P1 runs forward, hits and spins on the padman and unloads to S1. • S1, hits and spins on the second padman and unloads to P1 who has run around him to receive the pass. Players return to base line, swap roles and drill continues.

10 metres P1 S1

15 metres

P1 S1 P2 S2 P3 S3

5. Shoulder Hit and Spin Setting: Channel 20 x 10M, 8 markers, 4 spin pads, players form into pairs, 1 football for each pair. The end markers are 3M from the base lines and the centre markers are 6M apart. • P1, with the ball moves off with S1 in support. • P1 drops his right shoulder, spins in that direction and unloads to S1. • S1 drops his left shoulder, spins in that direction and unloads back to P1. • This routine continues down the channel and at the end of the run, players swap sides and return to spin in the opposite direction. • Practice the drill at half pace and build up speed gradually. • Players moving out of the spin should keep their feet moving with fast pumping action. • Support players practice their positioning and timing by having some depth to move onto the ball, and receive the pass at speed.

10 metres

20 metres

P1 S1 P2 S2 www.rlcm.com.au Page 7 6. Break the Defence Setting: Grid 15M x 15M, 4 markers, 3 spin pads, 7 players, 1 football. Place three defenders, with spin pads, 3 to 4 metres from the tryline. The exercise is commenced by an A player tapping the ball. The attacking players have to hit, spin and unload to break the defence and score a try.

15 metres Try Line

DDD

15 metres

A A

A A

Drills reproduced with permission of Queensland Rugby League.

NOTES

Rugby League Coaching Magazine Page 8 By Nicole den Duyn, GAME SENSE Coaching Consultant, Australian Coaching Council

The ‘Game Sense’ approach to coaching and teaching has received much publicity over the past 12 months in Australia. The 1996 visit to Australia by Rod Thorpe, advocate of the ‘Game Sense’ approach from Loughborough University in the UK has been a catalyst in promoting this approach more widely. The use of games, particularly in team sports, is not a new concept. Games have been used with much success by some of Australia’s leading coaches (eg Ric Charlesworth – Australian Women’s Hockey coach, David Parkin – Carlton AFL coach and numerous Rugby League coaches). So what is ‘Game Sense’ and why is it useful to coaches and teachers at all levels?

WHY IT MAKES SENSE TO incorrect technique is not necessarily seen as a ‘bad’ thing that must be immediately changed. If the athlete PLAY GAMES is achieving the desired result, then a technique change should be carefully considered. Many elite athletes THE GAME SENSE CONCEPT use unorthodox techniques that still achieve the right result (and often bamboozle their opponents!). Game sense is an approach to coaching that uses games to develop tactical / strategic thinking, as well as skill If a technically ‘incorrect’ presentation is hindering development. How often have we seen techniques being the players development, then the coach probably needs taught in isolation, not requiring players to think and to work with the player to change the technique. bearing little resemblance to the skill required in the However, before changing a players preferred style, game? [Note: Thorpe distinguishes between technique the coach should ask questions such as: ‘can I make and skill. A simple equation to explain this difference the correction in the time available?’, ‘have I got the is Technique + Pressure = Skill]. I’m sure we have all ability to fix it?’, ‘will changing it affect the end result?’. Sometimes it may be better to teach a ‘new’ seen players practising technique – undertaking technique rather than fixing the old one, eg adding a numerous repetitions of a tennis swing, or religiously new shot to the players repertoire. practising shots for goal. WHERE DO GAMES FIT INTO THE TRAINING While technique itself is an important part of the overall SESSION skill, coaches are questioning the value of technique practice that doesn’t take into account the other factors During his visit to Australia, Thorpe challenged involved in executing the skill (eg making a decision coaches to look at the format of their training sessions on which shot to play or, deceiving the goal keeper on and where games are placed within the training. the shot for goal). The traditional training session has looked something Probably the best reason for adopting a game sense like this: approach is that games are challenging and fun! How • warm up many times have coaches heard the cry from their • skill practise (often just technique) players ‘when can we play a game?’. • drills But as well as being fun, games can be the best teachers • minor game / game practise of many of the tactical aspects of the ‘real’ game. • cool down Coaches often spend a great deal of time teaching An alternative model proposed by Thorpe is: technique, but not much time on teaching aspects such as decision making, risk, deception, spatial awareness, • warm up understanding / counteracting an opponent and • game sense game recognising scoring opportunities. • (what are we trying to do?) • (how can we do it better tactical, perceptual, AN OVER EMPHASIS ON TECHNIQUE decision making – only then technical) Traditionally, coaching has been very ‘technique • back to game based’. While this may be appropriate for some of the • progression of game (additional challenges) more ‘closed skill’ sports (for example, rowing), for • repeat the game sense cycle other sports it is an over emphasis. One of the games are challenging and fun! interesting aspects of the game sense approach is that www.rlcm.com.au Page 9 THE COACH’S ROLE Modification a coach can make include: As important aspect of the game sense approach is the • the dimensions of the ground/practice area role that the coach takes in relation to players. • positioning of goal posts (and more than one Traditionally, training sessions have been coach set of goal posts per team?) dominated, with players being told where to stand, how • number of passes allowed to defend a situation etc. The emphasis with the game • number of players in attack and defence sense approach is on the players making decisions • penalty or bonus points for particular plays rather than the coach. The coach’s role is that of a • time allowed facilitator who creates situations where players have • adding / deleting normal game rules (eg allow to think out the solutions for themselves (ie problem only three possessions). solving). Self reliance is an attribute that most coaches Rules can be added to the game (or removed) as it would agree is desirable. But do we practise it in increases in complexity. training? Most educators would agree that finding DEVELOPING GAME SENSE out the answer for oneself is far more effective for long-term learning than being ‘told’ the answer. Some examples of the tactical aspects that can be emphasised and developed using game sense games are listed below. The emphasis on the game sense Many of the basic ‘games’ that can be used within a game sense approach already exist within sports. For approach is the players making many coaches the key will be modifying them to decisions rather than the coach. emphasise tactical aspects, and using questions to enable players to find the answers for themselves. For those wanting to develop new game sense games, QUESTIONING a few key questions: • what is the aspect / tactic / skill you are trying One of the key roles for the coach is the use of to develop within this game? questions. The coach should ask the athlete questions • what modifications / exaggerations can I which will promote tactical thinking. For example: make, to best set up this situation? • ‘where is the best spot to stand?’ • are there aspects of another sport I can • ‘where will it be more difficult for your ‘borrow’ to enhance this? opponent to score from?’ and ‘how can you • what are the key questions I need to ask the force them inside or outside?’ players? • ‘what is the best way to defend between two • am I catering for all the individuals – do I attackers?’ need to give some choices in equipment and • ‘if your opponent is faster, what will you do?’ skill execution? • ‘is it better to pass or run with the ball in this • how will I place the game within the training situation?’ ‘why?’ session? But before asking questions such as these, the coach • what progressions can I make to increase the must be able to create a situation or game where complexity? problem solving can take place. So how does the game • can I give the players some choices in these sense approach work in practical terms? progressions? MODIFICATION FOR EXAGGERATION The game sense approach has a number of benefits for both the coach and player. Coaches may find that For many years now in Australia, we have modified it challenges some of the traditional ways they have sport to cater for the needs of our young players. In a been taught to coach. However, they may well find game sense approach the coach also modifies, but to that the coaching process and the games themselves exaggerate or emphasise particular tactical aspects. are more challenging for themselves and their players. For example, to emphasise the front and back spaces RLCM between the 10 metre and dead ball lines, the field can wishes to thank Nicole den Duyn for her unselfish support and permission to reprint this, the first of two articles that will be modified to be long and thin. The players will then be reproduced on Game Sense. This approach to coaching Rugby gain an understanding of how to move their opponent League should be considered. We recommend that coaches to the front and back spaces of the area to off-set understand this approach and the benefits it can give to effective 'bombs'. developing our players particularly through their junior years. Rugby League Coaching Magazine Page 10 Part 2 Tackling Written by Vanessa Arthur COMMUNICATION

Peter Corcoran - National Rugby League Director of Coaching and Referees

“I’m a good coach. My team is leading the competition be revisited time and time again. It also stands as a and we are in a strong position to take out the memory jogger and provides a benchmark against premiership.” which a coach’s performance can be measured. “We spend a tremendous amount of time with videos, Sound familiar? A coach haphazardly presumes that statistics, assistants and so on and we don’t seem to because his team is posting victories, he is excelling give much thought to how we perform. That’s a as a coach. Occasionally, this may be so, but in some tremendous pity.” cases the coach of any losing side may be just as good a coach as his opposition counterpart. It can not simply Given that clear, planned communication is a necessary be deduced that because a team is at the top of the basis of good coaching, Corcoran says coaches should competition ladder, the coach is automatically skilled constantly examine their performance in this area. It coach. may even be useful for coaches to devote an entire page of their diary to this topic each week. Take for A stand-out coach must be an excellent communicator example the ensuing interpersonal qualities that a coach who holds a strong knowledge of himself, his players should endeavour to promote: and of the game itself. There is constant evaluation of performance to eliminate all identifiable faults. (a) Courtesy; According to Peter Corcoran, National Rugby League (b) Tact; Director of Coaching and Referees, the latter is what (c) Tolerance; breeds ‘good’ coaching: “If relative perfection is not (d) Keep cool; what we are about, then why are we coaching?” (e) Expressiveness; (f) Constructive criticism; Speaking at an ARL Level Three Rugby League (g) Sincerity; and Coaching Course at the New South Wales Academy (h) Loyalty

Communication can be seen as the soul of coaching

of Sport recently, Corcoran was amazed at how little A coach should use the knowledge of what coaches thought some coaches gave to analysing their own aspire to and, with the use of a self-reflection diary, performance. In his opinion, performance evaluation note where they could improve – it may, for example, is imperative in raising the ability of a coach. be that tolerance levels leave a lot to be desired. Corcoran says that by detailing a problem area and This leads to the first stage of the self-reflection process determining an appropriate solution, a coach will have – keeping a diary. Corcoran says this record book far greater chance of rectifying the situation. "If you need not be a very detailed account of every single want to become the professional coach I sincerely hope thing that occurs, but merely a skeletal outline of the you would all want to be, a performance evaluation day’s pertinent events, such as the dropping of a player diary will give you scope for problems to be detected or injuries sustained. Such data makes it possible for and curbed before they develop into concerns." the particular coach to evaluate his effectiveness. And because it is a permanent record, the information can Corcoran says that for the self-reflection process to

www.rlcm.com.au Page 11 operate most effectively, there are two other aspects been eliminated: “You will be able to say, ‘I’ve got that should be considered and implemented. that action down to as good a performance as I will ever get it or anybody will ever be able to advise me to i.e (1) Mentor coaching; and do’.” Of course, no coach is perfect and there is always (2) Video self-analysis room for improvement, but Corcoran says mentor The former is an offshoot of the self-reflection diary. coaching will enable coaches to rise to a level where It is the same analytical process, but conducted by an they will be capable of acknowledging and assessing outsider or independent. Corcoran defines a mentor their own pitfalls. Indeed, “you must know yourself as a well-regarded coach who could provide and your capabilities if you want to be a good coach tremendous assistance to the way in which a coach of others.” instructs the team: “You are not an island, you need Once capable of determining personal performance in help and cannot exist on your own – four eyes are relation to standards set by the mentor, Cocoran says better than two.” As far as the mentor coaching system opportunities for video self-analyses arise. The use of works, he says that once a mentor is selected, the pair such technology is extremely useful, in that it gives (mentor and coach) should meet on a reasonably coaches a look at their conduct throughout the game regular basis to discuss how the coach is performing and at training. By reflecting on personal performances, and where improvement can be achieved. It is important in this instance for the duo to compare notes on what the mentor thinks is going wrong, and what the coach sees as “you must know yourself faults. This makes it possible for the coach to learn not just how to and your capabilities if recognise deficiencies, but also to know how to overcome them. you want to be a good Corcoran also says it is imperative for the self-reflection cycle to be coach of others.” taken into account. This cycle, he says, begins with noting the action. To use an example, the action may be demonstrating a conventional pass from the ground. coaches may realise they are becoming aggressive in The next phase is analysis and evaluation with mentor. their communication or forgetting to instil key messages A simple question such as ‘Could the team see what I into the minds of their players. This may not have been was doing?’ may lead to the discovery that only 50 evident to the coach, or even outsiders, who relied only per cent of the team were in a position to see what the on memory to conduct analysis. Watching the players coach was demonstrating. Enter the third step – strut their stuff time and time again, on video, can reveal Identification of methods to overcome the problem. mistake after mistake – similarly the vision of a coach The coach would be best advised to be positioned so at work can disclose loopholes in performances. And that the entire team could learn from the actions. This when undertaking self-analysis, Corcoran suggests may mean demonstrating the move several times in coaches look beyond the score and ask themselves some various positions, to ensure all players comprehend of the following questions. what is being taught. Finally, a coach should plan for improvement. The coach may find that new drills would · Am I using the resources properly? give a fresh approach to the coaching sessions. So the · Do I plan properly? cycle continues. · Do I conduct my sessions properly? · Do I relate to my players well? Mentor coaching which incorporates the self-reflection · Do I give them an opportunity to think and to cycle, Corcoran firmly believes, can pave the way for speak? and successful coaching. He says that eventually coaches · How do I conduct team meetings? will reach a stage where they no longer require a mentor to assess actions, for the embedded faults will have Simple questions, like these, may reveal coaches are Rugby League Coaching Magazine Page 12 not using the assistance available to them. It may be NOTES that the parents of team members yield a pool of resources amongst themselves. Corcoran recalls a time where a mother of one player was a physical education teacher on maternity leave and more than happy to conduct team warm-ups. While this may not be the typical scenario, he says it is important to involve parents in the running of the team. Not only will they prove a great help, compiling statistics and game data but, whilst constructively amused, they will not be concerned with analysing the coach’s performance. Their input will also aid the coach in ascertaining where the team could improve and what needs to be done to ensure this happens. Finally, it is necessary to realise that there are three aspects of coaching to consider when structuring self- reflection – i.e. managing, teaching and communicating. (1) Corcoran says managing is the backbone of coaching: “Just as the backbone keeps you erect, management is the support structure that you need to do the job well.” In this area, coaches need to ask themselves, ‘Was management involved and if so, how did I manage the situation? (2) Teaching can be seen as the heart of coaching: “If you teach players the skills they need, based on the assumption that they are basic essentials of good performance the learning of all these things will make them better.” In this case, ask, “how did I perform when teaching the players. Did they understand?" (3) Communication can be seen as the soul of coaching. Corcoran views communication as, “the indefinable, invisible thing that allows you to bring it all together.” Such questions touch on all the pivotal points of a particular action and therefore lay the foundations for strong performance assessment and rectification. Coaches should thus note the underlying importance of regularly reflecting on their performances. Whether it be through keeping a self-reflection diary, employing a mentor or through video self-analysis, it is essential that coaches keep track of how they are relating to their players. It is not prudent for a coach to become complacent, simply because the team is leading the competition. Coaches must become pro-active in assessing their standing as a coach. Then, if a positive and honest self-evaluation is compiled, it will be fair for all to say, "there is a ‘good’ coach." www.rlcm.com.au Page 13 BY PHIL GOULD

In a recent talk with the Rugby League Coaching Magazine, Sydney City’s first grade coach Phil Gould elaborated on an aspect of the game which is being given more and more attention in coaching: off-the-ball play. Research into Rugby League has shown that the average footballer has either possession of the ball or is tackling for around 6 – 8 minutes in the game. What the player does with the remaining time of the game is known as off-the-ball play. PLAY “A player is either physically involved or around the ball for less than 10% of the game.” Written by Ashley Bradnam “It’s the other 90% that determines whether they are a good player or not,” Gould said. With this in mind, it is no wonder that the concept is looked into extensively, particularly by first grade clubs where individual players are being paid large sums of money. NRL teams have methods of recording how well their players work off-the-ball. “We take a lot of wide-angle camera shots of our team in both attack and defence to see what our players are doing. The coverage that you see on television isn’t a good indication of a player’s off- the-ball capabilities because the camera primarily follows the path of the play. “I try to attend as many of the games as possible and pay special attention to what other sides are doing off-the-ball.” Sydney City have calls purely for off-the-ball play, reminding players to be in their position either in defence or in attack. But as Gould states, off-the-ball play can involve a lot of anticipation, the player anticipates where they have to be in defence to shut down the opposing side’s play, or in attack by positioning himself so that he can hit the gap or be in a position to support the tackled player. Off-the-ball play can pertain to an individual position. For instance, forwards are going to be positioning themselves in order to make space for the backs. Likewise, the backs will have to position themselves in accordance with what direction the forwards are taking the play. Off-the-ball play has been present ever since the game has been played, however, it is only recently that it has come to be recognised as a vital coaching concern. Players should also work on their off-the-ball play, as Gould says, “Careers can be decided by one yard : it all depends on whether

Rugby League Coaching Magazine Page 14 VIDEOTAPING JUNIOR GAMES

Whilst a videotape record of games for NRL First Grade and other elite level teams By Ray Howitt, is a vital component in the overall coaching operation, don’t underestimate the ARL Level 2 Coach value of videotaping of games for the Junior coach. It has the following benefits: 1. An entire match can be viewed objectively and accurately. Positive or negative emotions during and after a match can divert the coach from perceiving actually what went on during the match. It is important for coaches to be accurate and fair in assessing a performance. Too often this is impossible when the coach is either ecstatic or angry with a performance of a team immediately following a match. 2. Individual performances can be more accurately recorded. Statistical record of tackles does not always tell the true story of a player’s performance on the field. Many little things can be overlooked in a performance, but which can come to light in viewing the tape of the game. Particular incidents of a game can be viewed in slow motion to assess their signifigance. Coaches intently interested in teaching young players correct techniques may have access to basic video equipment to assess the players techniques as they are performed during the game. As a coaching tool the Kids love video tape can be used in this way as long as the coach understands the most productive use of them and how to gain the value especially in the to see interests of the players development. 3. Particular incidents can be viewed in slow-motion to assess their significance. Some time ago a player was penalised for a head-high tackle themselves in which the tackled player was injured. The boy received plenty of criticism from the parents of the opposition and was also rebuked by the coach at the playing on break who had a reputation in the district as a coach who never had his boys playing ‘dirty’. The coach was distressed about the incident over the videotape. weekend. Reviewing the videotape of the game the coach was pleasantly surprised to see in slow-motion that the tackle was, a perfectly legal ball- and-all tackle. Even though it happened in front of the coach – it was over so quickly he missed what actually happened and consequently made an incorrect judgement. The tackled player injured his chest when he fell on top of the ball and there was no contact with the neck or head! The coach apologised to the tackler at the next training session and his claims of innocence were justified. A videotape replayed in slow motion was the only accurate record of what actually happened that day. 4. At the end of each season it is easy to gather all the tries scored, all the great try-saving tackles, hard tackles and humorous or significant plays from each match tape and put them onto one 30-minute videotape. This tape can then be given to each player as a gift. Parents comment that the boys play this tape over and over through the summer season and that it helps them to maintain their enthusiasm. Kids love to see themselves playing on videotape. It takes a little time to edit the sequences from one tape to another, but you don’t need expensive equipment – just a patient use of the pause and record buttons. Inexpensive tapes from the supermarket are sufficient for the gift tape. Maybe one of your players will become an NRL champion in years to come and you could have a videotape record of his early life in football! o www.rlcm.com.au Page 15 By Jim Box PHYSICAL TRAINING ARL Level 2 Coach DURING THE COMPETITIVE PHASE OF THE SEASON

The start of the competitive phase of the Rugby League The intensity of the activity must ensure that the players season requires a change in the physical conditioning are working anaerobically. That is, above their priorities for your players. anaerobic threshold (i.e. the intensity of effort at which To help improve cardiovascular endurance and to lactic acid accumulation approaches maximum level), maintain it at a high level you must exercise hard at a point where their oxygen supply is unable to supply enough to keep your heart rate at a level which will their energy needs and lactic acid is accumulating in bring about the ‘training effect’. This level is called their muscles. the ‘threshold of training’ and is calculated as 60% to Ideally, the activity should be game specific. For 85% of adjusted maximum heart rate (calculated example, high intensity tackling drills or speed drills maximum heart rate is 212 minus players age). that mimic situations that arise during a game. The Monitoring the heart rate during exercise is important activity should be of 5 to 90 seconds duration with a so that players are working effectively enough to raise suitable rest interval. For activity of 60 to 90 seconds the heart rate to this required level. Encourage players duration the intensity should be approximately 170 – to measure their heart rate by taking a pulse rate so 180 beats per minute with a rest interval of 1:1. Such that they become aware of, the amount of work that activities could include: should be performed. • 400 metre repetitions While the pre-season training revolves around building • sets of six tackles on a tackling bag an aerobic base for the season and involves players • a continuous 6 on 4 attack drill of six tackles undertaking low intensity exercises over a longer period Four to seven repeat sets of the activity would be of time (heart rate from 140 – 160 bpm for a period of sufficient to produce a training effect. Shorter duration, up to 30 minutes), competitive season conditioning higher intensity activity also builds anaerobic requires: endurance suitable for the rugby league player. With 1. Short, high intensity activity and this type of activity the effort required needs to be 95 2. Speed work – 100% with the heart rate reaching 190 – 200 beats per minute. The rest interval is usually 1:5-10. This A close examination of a game of rugby league reveals type of training is usually achieved in the form of that the activity in the game consists of short duration specific speed work. As speed work is one of the (3-10 seconds), high intensity work repeated over a essential fitness components of the rugby league player period of 1 to 4 minutes, followed by a short rest period. it needs to be trained. A typical example could be a repeat set of six tackles followed by a set in possession. A scrum or relieving Speed training also promotes anaerobic fitness. An penalty provides the rest period. example of speed training could be: This game scenario involves players making tackles Backs 6 by 50 metres at maximum effort starting and running back and forward in defence and running every 40 seconds in attack with the ball. Typically, the players are 6 by 30 metres at maximum effort starting working anaerobically (without oxygen) which builds every 25 seconds up high levels of lactic acid leading to muscle fatigue. 6 by 10 metres at maximum effort starting every 10 seconds Competitive season training must allow the players to tolerate this type of short duration, high intensity Forwards 6 by 30 metres at maximum effort starting activity. The training allows players to: every 30 seconds 6 by 20 metres at maximum effort starting 1. Build up lactic acid at a slower rate and every 20 seconds 2. Tolerate higher levels of lactic acid in their 6 by 10 metres at maximum effort starting muscles before they are forced to reduce their every 10 seconds work rate. During a training week anaerobic training needs to be The best method of training to produce these results is undertaken at least twice. Combined with the anaerobic interval training. This involves a period of high effort involved in the game the players will quickly intensity work (heart rate above 170 beats per minute) increase their anaerobic fitness and noticeable followed by a short rest interval. (recovery) improvement will be seen in their game performances.

Rugby League Coaching Magazine Page 16 PERFORMANCE MONITORS Assessing Behaviour and Attitudes of the Rugby League Player PART 1

By Steve Anderson Assistant Coach Melbourne Storm

Introduction effects and relates to the players environment. There are several approaches which could be adopted in The author has worked professionally in Rugby League gathering information. These include: now for some ten years and been exposed at an elite level to some very astute and well respected coaches 1. Quantitative-research noting reactions and of the Modern Era. During this time he has identified behaviour as an observer a common thread that “successful coaches have an 2. Qualitative – where information is gathered ability to understand the need for performance individually through discussion and observation, evaluations both at an individual and team level”. or 3. Adopt a ‘model’ as a guide contrasting the various “Performance Monitors” in this regard refers to an results attained. evaluation process encompassing all facets of the Rugby League player which affect his ‘game day’ Qualitative research in this field is an approach which performance. Basically, discussion focuses on both is extensive but ensures a thorough understanding of physiological and psychological influences and how the individuals needs in establishing recognisable the player’s thinking contributes to and affects his indicators. performance. Secondly, how to utilise various Treatment of fields referred to below will hopefully mechanisms to monitor, gauge and enhance convince coaches that ‘performance monitoring’ can performance. offer valuable insights into the areas of developing and Understanding the meaning of these issues, the gauging an individuals progressive stages to psychological component, provides unlimited benefits professionalism. Areas or fields recognised as vitally to the coach, player and team. Performance monitoring important to both player and coach, and which can be and subsequent discussions on progress with players broken down into components that can progressively provides a determined and identifiable pathway, allows measure behaviour and performance include: a more settled response from players and leads to an on-going education and acceptance by the player as to 1. Attitude to physical demands of training and the benefits of ‘psychology’ in the totality of their being playing. professional players. 2. How the player relates to the various mechanisms of being in a team environment. This Part one (of three) will focus predominantly on 3. General attitudes in terms of social demeanour injury management but with the intention of conveying which may affect overall performance. to the reader the use of performance monitors in all areas of the game – more importantly how detailed or Having identified the areas, a method for rating the basic these can be. various components in each field needs to be formatted Methodology to enable statistical and progressive measures over a set period or time frame. This enables an easily Basically, to commence any form of evaluation it is identified gauge on performance and allows the player necessary to identify the field under examination and to understand the link between attitude and then isolate the components in that area which directly performance. www.rlcm.com.au Page 17 Monitoring Attitude individual type of players and how monitoring their to the Physical reactions can be a valuable coaches aid. Demands of Training ‘Careless’ Attitude and Playing Inexperienced players need to be taught that injuries at this stage of development can cause frustration, Observing players behaviour and responses to the anger, disillusionment, and anxiety. False expectations various physical demands of preparation can at times and even inappropriate treatment can lead to further reveal conflicting ‘attitudinal’ responses if certain injury aggravation because of a misunderstanding of the injury. All of the proceeding is due to an inability parameters are not set. Principally the concept of to come to terms with the injury and it is the job of the performance monitoring is to offer the player ‘stimuli’ coach in this instance to: that will improve performances. For this reason • isolating the various components is not all that has to Identify the problem • be provided to the player. Specific areas within the Initiate liaison with the player to discuss adverse emotional reactions physical framework determine how to approach the • Seek information which may assist the player in monitoring of behaviour, where application and the dealing with these problems environment are considered significant to the team and the individuals needs and progress. These include such Education in this instance requires patience in assisting diverse areas as flexibility, speed, strength, power, diet, players know how to deal not only with the injury but recognising the injury and accepting its repercussions endurance, injury management, time, effort, conflict, including lay-off periods and time spent in recovery fatigue. In other words the requirement of these areas stages. Monitoring the players reaction to this one and then the impact of those requirements. area should be based on qualifying your expectations Physical demands can contribute to both loss of form of the player in regard to steady and gradual progress of the individual or the team – this may be an obvious of the injury and performance emphasising no pressure. ‘out’ for the coaching staff but further analysis will How the player reacts to the various stages of the injury often show other influences should be considered. It should be recorded with particular note on his reactions to rehabilitation activities – both negative and positive is these other influences which, through observation responses should be recorded for future reference. can provide valuable insights and information on form reversal. For example, the players attitude to ‘Injury ‘Care-Free’ Attitude Management’ is crucial, particularly at this level where Low maintenance players who suffer injury often are the player is subjected to a season which lasts some able to adapt to the reality of injury but it is the area of nine (9) months. return to the playing field and performance expectations ‘Injury Management’ will be used to outline how best which can cause problems for the player. Further, low maintenance players often find returning to the game to describe the benefits of monitoring player responses quite easy after injury having accepted the lay-off and how this information can assist the player regain period. However, due to the ease in which this type of confidence through the various stages of rehabilitation player previously accomplished training and game and injury. Particular transitional stages of attitude tasks, traumatic responses can occur as a result of his can be observed with players and can be broadly failure to meet peak performance levels quickly – his categorised into three key phases: own high expectations. This can lead to a loss of form and confidence. As coach education and understanding • ‘Careless’ attitude largely detected in the in- improves, these problems need to be monitored and experienced player. highlighted to the player. • ‘Carefree’ attitude of the low-maintenance player. Through this period, evaluating player responses can (Those that naturally adjust to the demands of assist the player in the transition period between injury, elite sport.) rehabilitation and regaining acceptable performance • ‘Inconvenient’ attitude of high achievers. levels. Records in this situation should be of a nature which identifies the players notable negative responses These categorisations often pose similar attitudinal throughout post-injury evaluations. This will establish reactions but performance expectations offer the a week to week basis for referral, treatment and distinction between each. Following is a brief outline counselling enabling progressive targets to be set for of approaches which can be utilised in identifying performance. Rugby League Coaching Magazine Page 18 ‘Inconvenient’ Attitude Conclusion

High achievers present many problems with the advent The single most important point in dealing with attitude of injury for various reasons, none more so than the and injury is to recognise players at an elite level who player who places high expectations on performance. suffer injury also experience anxiety as a result of the Obviously how the coach handles these situations will injury and through the recovery period. It is the affect the way the player performs on return from injury responsibility of coaches to recognise the need for – a situation most coaches would rather avoid but one education and monitoring processes as a recognised which demands not only his time but one which may component in the players rehabilitation, return and also require professional assistance due to the character performance. of the individual. This is only one area which highlights the need and High achievers pride themselves on consistency and use of evaluation systems needed to ensure the best is don’t require much motivation to achieve individual achieved for the extended life of professional Rugby performance levels. Injury, may see the player out of League players. The broad based categories briefly the game for an extended period with many hours of discussed are an introduction to demands placed on ‘down-time’ and reflection – this is the area which players in dealing with the physical requirements of causes the most concern and one which requires careful Rugby League. Attitudes displayed by the players are consideration and monitoring. in part a reflection on how coaches measure the significance of monitoring and recording behaviour in Rehabilitation programmes in this situation must the training environment. include regular consultation not only with medical personnel but with other professional staff where Monitoring and evaluating physical areas of the game attention to programming is devised to ‘divorce’ the in relation to how players react to the various player from the training environment. Normally disciplines can offer personal understanding to the players in this ‘state’ do not handle being around the characteristics of the individual. team and many cases may demand the player take Part Two of this discussion will look at how the extended leave away from the club. Inconvenience of individual responds to being part of a team injury and rehabilitation to a player of this calibre environment and isolating the various observational requires careful attention to his attitude before and on mechanisms which may assist the Coach to identify return to performance. dynamics of these categories of players.

NOTES

www.rlcm.com.au Page 19 BE KNOWLEDGEABLE OF THE GAME Mini and Mod & NEVER STOP BEING A STUDENT OF RLCM HANDBOOK THE GAME: CONTENTS - Know the rules thoroughly - Watch other successful teams play and try their moves 2 Conducting a Modified - Ask experienced coaches for help Footy Training Session - Read numerous coaching manuals - View skill drill videos to get new ideas 8 Tackling Handbook COLLECTION 14 Play-The-Ball and Pass The first set of the Rugby League Coaching from the Ground Drills Magazine "Handbook Collection" is now complete. In your collection you should now have a 16 page "Drills Handbook", a 16 page 16 Ruck Play Drills "Games Handbook" and this "Mini and Mod Handbook". If you are missing any of these 20 Game Situation Drill handbooks or require bulk copies please contact us today on 1800 18 14 14 or visit our Web Site. 21 The Pass Off the Ground The Rugby League Coaching Magazine's aim is to assist in the development and education of coaches and players at all levels. To aid in this 24 The Play-The-Ball aim the Handbook Collection has been produced to compliment the coaching magazine and we hope you find all products beneficial to 26 The Modern Junior Rugby your coaching. League Coach

32 1 Cut - The coach may be the only positive person of Conducting a significance in that child's life. - The impact words have on some children may be MODIFIED FOOTY life-changing or very long-lasting. Be careful what you, as a coach say. TRAINING SESSIONS BE PROFESSIONAL: Enjoyment, participation, skill development, teamwork The Rugby League coach represents: and competition, in that order, should always be the The image of the game to the public prime objectives when planning a training session for The club or school that he coaches modified games players. The players The parents A session should take no longer than 60 minutes (shorter for mini players) and can be undertaken in as If a coach cannot avoid: little as a 30 square metre area. The longer the session, - publically criticising players when they make mistakes the less effective it becomes, the larger the area, the - 'bagging' or 'baiting' the referee less control the coach has over the players. - 'bagging' players on the other team - responding to the taunts of spectators from the other With simple planning, a session can progress from one team activity to the next TIME ALLOCATION OR with very little 0 55 5 Thinking it's okay to allow you players to: disruption. Cool Warm Down Up - constantly question the referee's decisions Include time for drink - use foul language breaks during the - deliberately injure other players session (2 to 3 if Simple Active THEN Modified Skills necessary). These Games 15 Coaching is not for you! can give the coach Coaches are powerful role models for children. Individual time to reset the field Team Drills or look at the training (new skills) The days of the loud-mouthed coach who condones 40 thuggery are over! schedule sheet. 31 2 Rugby League Coaching Magazine Page 20 - make more mistakes and therefore 'punish' the team on the scoreboard (Critiscm then becomes counter-productive, i.e. produces the opposite result WARM UP CIRCUIT to what was intended). - lose respect for you as coach • Make the warm up as interesting as possible - player loss of self-esteem (his most valuable possession) with a variety of gross motor activities. People with high self-esteem are more likely to succeed in life. • Clearly demonstrate what is required. BUT • Have the players run in pairs to encourage each People with low self-esteem will find things far other. (Try using a stop watch) more difficult * Criticise the mistake - not the person - Players look to you for approval - not condemnation Start Stretch Area - Most parents hate to hear a coach 'bagging' their child. Finish Coach - Coaches will quickly get offside with parents if they are publicly critical of their children. - At the end of a match which the team has lost, be just Front Jog Jump as supportive as if the team won. or Side tackle side Shuffle - Players will be upset enough without the coach bags rolls making their day even more miserable. or pads 20m - Always be positive and view mistakes and losses simply Side as opportunities to improve the skill level of the players Steps Crab Skip Walk and to eliminate weaknesses in team play. Walk Backwards - The best way to destroy a player's love for the game of Jog Jog Jog Rugby League is to crush their spirit by criticising them constantly. - Unless they move to another club or another coach Jog they will likely give the game away rather than expose

themselves to criticism each week. 30m

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- There is nothing worse than for a parent to run their child to two training sessions through the week only RELAYS to have their child play for 10 minutes on Saturday. • Group explanations and control are easier if all - Coaches philosophy on fairness can be severely tested the players at one of the relay line. in important matches when poorer-skilled players • When explaining new drills, have all the replace better players during a match. players sitting down. - Every team have players of varying size, strength, skill, intellectual ability and temperament. • Limit each line to no more than 4 players to - It is unfair to have too high an expectation of any maximise player involvement. individual player. • Variations of skills that can be performed - More should be expected of highly-skilled players. include: - Less should be expected of less-skilled players. Throwing the ball above the head and catching, - It is unfair to overuse a particular player just to win a picking up the ball, grubber kicking, play the match. ball, passing on the run. - It is unfair to leave less-skilled players out of any plays whatsoever. BE SUPPORTIVE: P4 P3 P2 P1 - Your players will make many mistakes such as knock- 3m ons, missed tackles, forward passes, offside plays, etc. P4 P3 P2 P1 - It is important that you assist players overcome these. 3m

- However, you must encourage them to forget these P4 P3 P2 P1 mistakes and to do better next time. - 'Bagging' a young player over a mistake will only increase the potential for that player to: 10 - 20m - become discouraged - play nervously Coach stands to the side where he can see all the players. 29 4 www.rlcm.com.au Page 21 - Mini-Leaguer training sessions should have a strong GRIDS element of skill development and virtually no fitness training • May be used for a variety of skills, such as - Older-Leaguer training sessions should maintain skill handing – off, reverse passing and swerving. development but have an increasing element of fitness Players may run diagonals or around the square. and endurance because of the bigger field to cover and • Sample grid, below emphasises picking up the longer periods of playing time. and placing the ball. BE PREPARED: • Use 4 footballs and start at both corners. • Increase complexity by introducing runner Players should know their positions Players should know their roles (e.g.Capt./Organiser) from all four corners. Players should know team calls Players should know who is on the bench and when interchanges will take place

P6 Players should know when it's their turn to kick for goal P4 Do not expect players to 'spread out' in a match if you P2 haven't practiced it in training sessions. Pass For younger players keep the game plan simple. Pick up ball Young players cannot remember complex moves. For Place ball 10m example: very few 7-12 year-olds can spot a gap out wide Place ball and prepare to run for it. (Remember that children up to Pick up ball the age of about 10 have only about 30% of the width Pass

P1 vision as adults - they tend to have 'tunnell' vision) P3 P5 BE FAIR: 10m - Children have a strong sense of justice. - The coach must not only be fair, but appear to be fair. - Try to maximise the amount of time each player spends on the field. 28 5

Cut COMMUNICATING YOUR PHILOSOPHY: CIRCLE ACTIVITIES - Tell your kids what you believe. - Tell your parents what you believe. • These are ideal for passing games. - Coach and deal with your players in a manner consistent with your beliefs. • The coach can co-ordinate the skills from within the circle or by walking around the BE ORGANISED: outside. - have all your equipment ready to go e.g. - individual water bottles, - basket with kicking tee, nail clippers, tape, spare studs, Coach - Match Stats Sheet - Video camera and tripod - Manager well-briefed - Trainer well-briefed 5 - 10m - Training sessions should be a mixture of skill drills and ballwork which closely simulate what the players will have to do in matches. - Aim to teach at least one new skill and one new rule each week/fortnight and practise that skill/rule until it is mastered. - Training sessions should be carried out with enthusiasm, with no spare time for players to get bored

or start misbehaving. 5 - 10m - Training sessions should be 'fun' whereby players practise skills in games situations without realising it. Players try to intercept passes - Pre-match warm-up and stretching activities should be well-drilled and become a habit for the players to A player can not pass to the player standing perform. closest next to him 27 6 Rugby League Coaching Magazine Page 22 By Ray Howitt The Modern ARL Level 2 Coach FIELD LAYOUTS FOR DRILLS, Junior Rugby League Coach SKILLS & MODIFIED GAMES Must: Have a sound philosphy towards coaching Sample field layouts are shown on the following pages, Rugby League with sample activities that illustrate that not only is a Must: Communicate that philosophy small field sufficient, but more manageable. Sizes Must be: Organised and well-prepared will vary depending on the age of the players. If for Fair Supportive example passing is involved, the coach would not Professional expect a 7 year old to pass more than 3 metres. When Must have: Knowlege of the game and continue to grow possible, use field markings such as trylines or in knowledge touchlines. PHILOSOPHY: (What do I believe) What is your motivation for coaching? - Were you pressured into the job? RUGBY - Is coaching just another challenge? - Do you have a vision of what you can achieve? LEAGUE - Are you super-competitive? - Are you a 'Winning is everything' coach? COACHING - Are children mere tools for your experiments/ego/ MAGAZINE frustrations/anger? Since - Is club loyalty important to you? 1993 - Will you accept a mediocre group of players to coach or will you go out and 'poach' good players from other teams to strengthen your own team? Visit our Website - Are you embarrassed when your team constantly loses? - Do you find it difficult to say positive things about www.nsil.com/shamrock your players following a thrashing by the opposition? - are you there because you want to help kids? 26 7

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He then: 1. Bends his left leg and brings it up under his body. TACKLING FROM BEHIND (Figure 1.) Key Coaching Points 2. Turns to a half sitting position, placing his right hand on the ground. (Figure 2) • Contact 3. Swings his right foot up and half stands, bringing Shoulders should be under the buttocks with the the ball up off the ground. (Figure 3) head across the buttocks and the arms wrapped 4. With his head forward for balance, places the tightly around the thighs. ball on the ground in front of his left foot and pushes it back with the foot to the acting (dummy) • Leg Drive half. (Figure 4) Defenders should dive towards the attacker to (Young players should be encouraged to maintain prevent him getting out of reach. control by using 2 hands when placing the ball.) • Landing Keep in mind that the aim is to work toward a quick After securing a tight grip, slide down the and smooth play-the-ball. attacker’s thighs securing the runner at the knees. THE ACTING – HALF BACK PASS

The pass from the ground should be dispatched in DRILL 1 the fastest and most efficient manner possible. This Both players is best accomplished by using the following method. crawl on knees in 1. Keep eyes on ball as it is being collected and the same direction. immediately adjust hands for passing. 5 - 7m Progress to 2. Place the foot furthest from the receiver close to the ball and step with the other foot in the direction standing, then of the pass. walking and 3. Sweep arms up through and extend them in the jogging in the same direction direction of pass. Eyes should be on target. 5 - 7m 25 8 www.rlcm.com.au Page 23 THE PLAY – THE – BALL Tackling from Behind Continued

Even at the elite level, the rucks decide. DRILL 2

The ruck area in the modern game can be a deciding Defender must factor to the end result at all levels. dive from before 1m 5 - 7m As one respected coach remarked, “It’s the centre of the marker to hit the bag at waist / the universe in Rugby League.” buttock height. For the purpose of this article the ruck area will refer to the play-the-ball and the two acting halves in senior 5 - 7m football, and the acting half back in modified league for the team with the ball. DRILL 3 Obviously the areas to develop in attack are: 10m 1. the speed and quality of play-the-ball

2. the speed and accuracy of the acting half back’s 1m pass. 10m The coach should look to a play the ball method that ensures both control and minimum number of movements to fulfil the requirements of the movement. Two teams nominated black or red facing each other Assume that the player tackled prefers to play-the- with evenly sized partners. ball with his left foot. As the tackler releases him he Coach calls either black or red. That side turns and rolls quickly on to his left hip. runs towards their tryline, the other side chases and attempts to tackle to score. 24 9

Cut FRONT ON constantly practice and play ruck games so as to evaluate the skill of ruck play so that the first receiver is also able FALLING BACK TACKLE to move with the ball. Statistics will show that in a senior Key Coaching Points game there is upwards of 300 play the ball movements. • Technique Proportionally one can assume that there is approximately Same as side on tackle, except the head is placed 200 in a junior game, 150 in a mod game and 110 in to the side of the tacklers body (not across body). younger age groups. These figures indicate the importance Falling Back of performing the play the ball correctly and efficiently. • Use attacker’s momentum to bring the attacker to the ground, falling with him to land on top of his legs. (The “driving” tackle is recognised but is not considered appropriate for inclusion in a modified RLCM - Handbook Collection footy segment.) Bulk Orders for Clubs and Schools DRILL 4 “Our coaches have found your books so informative that Start with they have grown in confidence and most of all have a Defender in better attitude and understanding of dealing with kids 5 - 7m kneeling position. at a coaching level and believe they have improved their Falls in this Progress to skills as a coach”. direction ENQUIRIES FREECALL Attacker walking Robert Smythe Mona Vale Rugby League Club 1800 18 14 14 and then jogging towards defender 5 - 7m 23 10 Rugby League Coaching Magazine Page 24 THE “PLAY THE BALL” and SIDE ON TACKLE THE “2 PASS RULE” Key Coaching Points • Target Zone Two areas of the modified game that raise a concern with Lower than the hip and above the knee (the thigh) many coaches regarding the coaching of the game and of • Body Position players are (1) the play the ball and (2) the “two pass” Upper body slightly bent over, eyes raised and rule. head tilted so as to be behind the attacker’s body, eyes focused on the contact point, arms spread, A situation often encounted is where the play the ball is ready. slow or clumsy and followed by a deep pass to a standing • Contact “pivot” (1st receiver) and then a further pass to a 2nd receiver Shoulders should make first contact with the who is standing and catches the ball before attempting to contact point, followed by the arms wrapping around the body with a tight grip. run. Often the opposition defence has claimed the 2nd • Follow through receiver before he is able to go forward. In fact most Drive with legs so as to land on top of the attacker. coaches will drill their players to move up quickly as a

defensive manoeuvre. This results in the team in DRILL 1 possession going backwards, so much so that teams will Both Attackers often gain more ground in defence than in attack. and defenders in kneeling position. Coaches need to help players with a relatively quick and 5 - 7m Practice tackling smooth play the ball. Coaches also need to show players in both sides. how the 2nd receiver more ably handles this position. Coaches must address these situations as early as possible

in young footballers (under 7’s). Coaches need to 5 - 7m

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THE PASS OFF THE GROUND Side on Tackle Continued (The Dummy/Ruck – Half Pass)

For 1st and 2nd receivers to have time, they must receive DRILL 2 Defenders kneel a snappy pass from the ruck-half. on one knee, Coaching Points: attackers walk passed. Progress to 1. Look at the positioning of the intended receiver 5 - 7m to ascertain the distance of the pass. couched position. 2. Spread the feet and bend at the knees so as to get down over the ball. If passing to the right the left foot will be near the ball as it is played and right foot will be pointed towards the receiver. 5 - 7m (The ball is between the feet.) 3. Hold the ball in two hands with fingers spread about the centre of the ball. The pass is from the DRILL 3 ground and should be smooth and even. Attackers jog on 4. Turn the head and upper body towards the coaches command. receiver. Defender tries to 5 - 7m force attacker into 5. Pass from the ground without lifting touch using the ball or standing up. shoulders only and 6. Follow through with the arms with the fingers driving with the directing the pass to the receiver. legs. 5 - 7m 21 12 www.rlcm.com.au Page 25 GAME SITUATION DRILL Side on Tackle Continued P1 plays the ball to P2 who passes from the ground to P3 on the run. DRILL 4 P3 runs to draw the defender D1 and passes to P4 on the move.

P4 then takes the position of D1. 5 - 7m D1 goes to position of P1, P1 to P2, P2 to P3, P3 to P4 The drill is to be done on both sides of the play the ball.

The use of markers as a substitute defender or to 5 - 7m indicate correct positioning may be necessary for the novice player. Defender attempts to tackle attacker as he runs towards opposite corner. Attacker running in straight line tries to reach other D1 corner.

P1 Football Club PTB P2 Training and Protective Equipment

• Tackle Dummies • Hit Shields • Goal Post Pads P3 • Marker Cones & Domes • Medicine Balls P4 Telephone (07) 3256 6133 [email protected]

20 13 Cut PLAY-THE-BALL AND PASS P2 FROM THE GROUND DRILLS R6 R4 R2 A 1. Single file play the ball drill D F Have 3 or 4 players form up in single file. The players perform the play the ball skill, commencing always

E from a position on the ground as if tackled. As the C R5 R3 R1 B player plays the ball the next player being the acting- half, picks up the ball, runs a few metres and then P1 rolls the ball out in front, dives on it and plays the ball 10m 10m and so on. Time: 5 mins. 2. Pass from the ground drill Have players in groups of four, forming a grid about where they should pass to support players. Gradually 3m x 3m. Players perform the pass from the ground eliminate the markers and introduce defending players and around the grid. Ensure the players’ feet positions under controlled conditions, simulating match are correct. situations. All of the previously mentioned factors:- a) the play the ball b) the pass off the ground c) the movement and passing of 1st and 2nd receivers 5 - 7m - go to make up the final execution of a 2nd receiver moving onto the ball. These are now placed in the “game practice” below.

19 14 Rugby League Coaching Magazine Page 26 2. Run and 2 Pass Drill 3. Play the ball / pass from the ground relay Time: 10 – 15 mins. Have your players break into groups of 6 (as per diagram). Have players form 2 lines of 3 players. P1 starts on the ground, plays-the-ball to P2, who passes from the ground to P3. Commencing at markers A-B, R1 runs forward and P3 rolls the ball forward a short distance, dives on it receives a pass from P1 (pass to be from the ground), and plays it to P4, who passes from the ground to P5. R1 continues to marker C where he passes to R2 P5 rolls the ball forward, dives on it and plays it to P6. running in support. P6 picks up the ball then runs to the position of P1. R2 runs and places the ball at the feet of P2. P1 goes to P2’s position, P2 to P3 and so on. P6 rolls R1 and R2 continue on to markers E-D and turn the ball forward, dives on it and the drill continues. around. It is a good idea whenever a team is playing the ball at R2 runs and receives a pass from P2 (pass to be training to insist that the correct method of playing from the ground), R2 continues to marker F and the ball is used and that it is always done from a position on the ground as if tackled. Also ensure that passes to R1 running in support. each time a pass is given from the acting half position R1 then runs and places the ball at the feet of P1. that the correct method of passing from the ground is performed. R1 and R2 then run to the end of the lines swapping

their starting positions. P1 R3 and R4 continue the drill and so on. P2 Initially the passing distance should be only one to

two metres, as competence improves, gradually P3 increase distance. P4 When coaching players on game positioning regarding ruck play, set out markers to indicate to P5

players (a) where they should be (b) where they P6 should run to and (c) approximate position from

18 15 Cut 4m RUCK PLAY DRILLS C B Time: 5 mins 1. Running onto the pass drill

5m Players should always be moving onto a ball even if the movement is minimal – a player moving with the ball attracts the attention of the opposition. Pass Place Have your players line up single file in groups of about P2 ball four (4). Commencing at marker A, R1 runs forward and receives a pass from P1. (Pass to be off the 5m ground). Run R1 runs and places the ball at the feet of P2 and

Place continues on to marker B and then through to marker ball C. P1 Pass R1 then runs to receive a pass from P2 (pass to be off the ground), continues on and places the ball at the 5m feet of P1 and moves through to marker D. R1 then Run joins the end of the receiver’s line. D A Receivers can run through the drill at suitable intervals. R1 This will depend on the number of footballs available. R2 Initially the passing distance should be only one to R3 two metres. As competence improves, gradually R4 increase the distance. (Do drill in both directions, so that the ball is passed and received on both sides.) 17 17 www.rlcm.com.au Page 27 RUGBY Endorsed By LEAGUE COACHING MAGAZINE www.rlcm.com.au

The publishers wish to thank the Queensland Rugby League and the New South Wales Rugby League for their editorial contributions and assistance in compiling this publication. RLCM 3 Andrews Street, Southport, QLD, AUST. 4215 Phone: (07) 5591 1430 Fax: (07) 5591 6623 Website: www.rlcm.com.au Email: [email protected]

Publisher Gary Roberts Circulation Manager Keith Hookway Contributors Craig Coleman Phil Gould Steve Anderson Peter Corcoran Don Oxenham Glenn Bayliss Nicole Den Duyn Ray Howitt Jim Box Writers Ashley Bradnam Vanessa Arthur Production Reagan Roberts Photographer Ian Thompson

DISCLAIMER The information in this publication is given in good faith and has been derived from sources believed to be reliable and accurate. However, neither Shamrock Books, nor any person involved in the preparation of this publication accept any form of liabilily whatsoever for its contents including advertisements, editorials, opinions, advice or information or for any consequence for its use. No part of this publication may be reproduced, stored in any retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording or ink-jet printing without prior written permission of the publishers. ISSN 13281526 National Library Collection National Sports Information Library Rugby League Coaching Magazine Page 28